Early-grade teachers' pedagogical knowledge in the implementation of the standard-based curriculum in Atwima-Kwawoma district

Abstract

The study aimed at examining early-grade teachers' pedagogical knowledge in the implementation of the standard-based curriculum in Atwima-Kwawoma district. The study seeks to identify pedagogical approaches early-grade teachers adopt to teach learners at early childhood centres using standard-based curriculum in the Atwima Kwawoma District. The main research question guiding the study is the identify pedagogical approaches and skills early-grade teachers in the Atwima-Kwawoma District employ in teaching at early childhood centers using the standard-based curriculum? The study was guided by 4 major theories namely; constructivist learning theory, diffusion of innovations theory, top-down theory, and bottom-up theory. The study adopted positivist philosophical stand. Quantitative research approach and descriptive survey research design were adopted. The target population for the study were teachers in early-grade schools in the Atwima-Kwawoma District. Simple random sampling technique was used to select the 132 early-grade teachers. This was done using the rand function in Microsoft excel. The study used questionnaire as the main instrument for collecting data on the respondents. The study used descriptive Statistics, such as frequency tables, mean and standard deviations to analyze the obtained data from sampled respondents. The study found that a significant percentage of teachers expressed challenges in understanding the standard-base curriculum. There is variability in teachers' ability to explain the standard-base curriculum. The study found that play-based pedagogy is widely adopted by teachers in the district. Also, it was revealed that inquiry-based learning approach is also prevalent. Project-based learning and technology-based learning approaches exhibit more diverse adoption patterns. Again, theme-based and activity-based learning approaches are widely embraced by teachers. The study also revealed that differentiated instruction is less commonly adopted, with a majority of teachers remaining neutral about its use. In line with the third objective, the study found that while the majority of teachers have access to an official standard-based curriculum, a significant proportion does not. It was also revealed that a concerning number of teachers reported not having books for all their learners, indicating a serious lack of essential learning materials. In line with the fourth objective of the study, the results reveal several significant challenges that early-grade teachers in the Atwima Kwawoma District face when implementing the Standard-Based Curriculum. These challenges include a lack of understanding of the curriculum, inadequate teaching materials, large class sizes, insufficient training, heavy workloads, student comprehension issues, limited parental involvement, and inadequacy of school facilities. The study recommends that the school authorities and Ministry of Education should increase funding for early-grade education to address resource constraints, particularly the availability of textbooks and teaching materials.